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The “Virtual Classroom” Professor

By Donna L. Rogers

Many educators question the legitimacy of online courses (Mendels, 1998: Reich, 1999; Stancill, 1999).They view online courses as inferior to the traditional classroom lecture, because they assume distancecourses cannot be rigorous enough to be academic. On the contrary, the instructor, with proper knowledge ofhow to use technology, can create a cyber classroom equal to – and in some cases, superior to – thetraditional “bricks and mortar” classroom (Schulman & Sims, 1999). Interactivity has long been consideredto be a key to success in traditional classrooms (Webster & Hackley, 1997).

Students experiencing higher levels of interaction have been shown to have more positive and higher levelsof achievements (Fulford & Zhang, 1993). The same applies to successful Distance Learner programs (Gold& Maitland, 1999). California State University at Northridge, for example, found their virtual students tested20% better across the board than their counterparts who learned in a traditional classroom and spent 50%more time working with each other than people in the traditional class (Black, 1997). It is important to notethat a good classroom professor is not necessarily a good online professor. The virtual classroom professormust select and filter information and provide thought-provoking questions to generate discussion. Oneprofessor noted that online, in “six months, I have routinely led the level of discussion that I only dreamedof leading as a traditional professor” (Kettner-Polley, 1999).

How can this be? These seven points of educational technologies, using teaching/learning principles that canfacilitate interactive learning communities, can foster such results:

1. Asynchronous communication technologies (i.e., email, listservs) provide more frequent and timely interactions between students and faculty. 2. Both synchronous and asynchronous computer-mediated communication (CMC) technologies expand options for working in learning groups and encourage reciprocity and cooperation among students. 3. Well-planned online teaching environments support active learning techniques such as reflective thinking, peer interaction, and collaborative learning activities. 4. Computer-mediated Distance Learner has the capacity to support immediate instructional feedback; it is easy to send out new information, revisions to the syllabus or schedule, or immediate feedback on student work at any time instead of waiting for weekly class meeting. 5. IT can be make studying more efficient by providing immediate online access to important learning resources. Emphasis is placed on meeting instructional goals and performance objectives, rather than spending time in class. 6. Use of IT can assist students in improving their cognitive skills by providing examples of excellence and convenient, accessible, flexible forums for self and peer evaluation. 7. Web-based asynchronous learning programs permit each participant to progress through the program content at his or her own pace, and the wide range of text, images, and multimedia available can support a variety of learning styles (Cravener, 1998; Sorcinelli, 1995).When higher educational institutions define competencies that state what students are to learn (whileincorporating learning styles), criteria for evaluating them, and the standards for how well students andfaculty must perform, only then, will higher education take the important step toward becoming learningcommunities (Angelo, 1996).

Opportunities for real change lie in creating new types of professors, new uses of instructional technology and new kinds of institutions whose continual intellectual self-capitalization continually assures their status as learning organizations (Privateer, 1999, p.72)

b) across the board (2º parágrafo): ___________________________________________________ c) thought-provoking questions (2º parágrafo): _________________________________________ d) bricks and mortar classroom ( 1º parágrafo) _________________________________________ e) toward ( 4º parágrafo): __________________________________________________________ 5) Traduza o seguinte trecho (2º parágrafo do Texto I): “It is important to note that a good classroom professor is not necessarily a good online professor. The virtual classroom professor must select and filter information and provide thought-provoking questions to generate discussion. One professor noted that online, in “six month, I have routinely led the level of discussion that I only dreamed of leading as a traditional professor” ”.

Influences on Teachers’ Use of Technology in Instruction

Inquiry-based Science

By Tara E. Higgins Æ Michele W. Spitulnik

In recent years, inquiry-based science has been cited frequently in the literature as a desirable approach toscience instruction. Singer et al. (2000, p. 168) explain that inquiry is the „„accepted norm in the scientificcommunity for solving problems,‟‟ and therefore supports students in developing such skills. This approachto science instruction is desirable because it supports deeper understanding of science than traditionaltransmission models and builds upon students‟ existing ideas (Songer et al. 2002). The inquiry approachsupports students in identifying problems, designing experiments, gathering evidence, constructing models,and forming arguments. It also requires students and teachers to think critically about information sourcesand claims, as well as to make informed decisions about scientific topics (Linn et al. 2004).

Inquiry science may require teachers to modify their existing teaching strategies, some of which can besupported by advances in technology (Linn et al. 2004). Technology can provide pedagogical supports forthe classroom teacher, greater access to information, and deepen understanding through the use of models.Linn et al. also argue that technological advances are increasingly part of the science curriculum,particularly in order to understand topics like nuclear power and global warming. Technological tools mayalso facilitate the use of inquiry in science classrooms, as they can provide additional supports for students‟cooperative work and analyzing information.

As technology becomes an integral part of science and society, students also need technological literacy orfluency with information technology in order to take advantage of technology in their personal andprofessional lives. Teaching science as inquiry can enhance science, technology and language literacy andprepare students to recognize when their science learning applies to a new problem (Linn et al. 2004, p. 5).Preparing teachers to use an inquiry-based approach to science instruction is a complex task that iscompounded by the knowledge needed to effectively integrate technology (Singer et al. 2000). It requiresthat teachers successfully develop pedagogical content knowledge that supports the integration of sciencecontent, pedagogy, and technology as well as basic technological skills (Williams et al. 2004). Whiletechnology and inquiry may both require that teachers add new ideas to their repertoires and each raise theirown difficulties, they are intertwined too closely to separate.Fonte: disponível em: https://link.springer.com/content/pdf/10.1007%2Fs10956-008-9118-2.pdf /“Supporting Teachers‟ Use of Technology in Science Instruction through Professional Development: ALiterature Review.” J Sci Educ Technol (2008) 17:511–521 DOI 10.1007/s10956-008-9118-2. Acesso em02 out.2017.

a) Somente a afirmativa I está correta.

7) No fragmento do Texto II, (2º parágrafo): “(...) inquiry is the “accepted norm in the scientific community form solving problems,” and therefore supports students in developing such skills.”, a palavra destacada pode ser traduzida para o português como:

10) Traduza o seguinte trecho (2º parágrafo do Texto II): “Technological can provide pedagogical supports for the classroom teacher, greater access to information, and deepen understanding through the use of models. Linn et al. also argue that technological advances are increasingly part of the science curriculum, particularly in order to understand topics like nuclear power and global warming.”